Children’s game makes a part of children’s lives. The paper provides partial results of empirical research focused on children’s game in the home and school environment. The character of the empirical research was diagnostic and quantitative. The subject of the research was children’s game and its implementation for children under 12 years of age. There were 218 individual respondents from all over Slovakia who participated in the individual interviews. They gave oral answer to questions about the game in their childhood and the way it way realized. Here we also present the approach of teachers and psychologists. Due to political-pedagogical character, we divided the game and the respondents into three categories according to the age and childhood.

The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.

Pedagogical Principles of Formation of Ideas About the Profession in Preschool Children

The article defines the essence of the concepts of «profession », «labor education», and pedagogical principles of the process of forming ideas in preschoolers, analyzes the essence and content of pedagogical work on the formation of ideas about professions in preschool children in preschool education. According to domestic and modern sources, it is proved that the formation of preschoolers’ ideas about professions is based on the organization of games, modern forms and methods of organizing the educational process in preschool education, family involvement in the formation of knowledge and experience of different professions. Arguments and scientific evidence of the theory that labor education is a component of preschool education and an element of acquaintance of preschoolers with work, which contributes to the effective formation of preschoolers’ ideas about the profession. The article covers the tasks of labor education and acquaintance of preschoolers with professions, work of adults. The solution of the set tasks is effective only on the condition that the formation of ideas about the profession will be carried out from the first years of the child’s life. In the process of revealing the content of labor education as an element of the process of acquainting preschoolers with professions, two aspects are taken into account: the acquisition of knowledge, the transformation of knowledge into attitudes. It is noted that in preschool the child shows a tendency to any occupation, and this tendency in the future may turn into professional activities, so in preschool education it is necessary to conduct career guidance work in classes, entertainment, other forms of preschool activities and in everyday life. The prerequisite for becoming a child as a professional is the formation of independence in preschoolers. It is proved that in today’s conditions it is necessary to form in preschool children knowledge about modern professions, which is a problem of education because children mostly have knowledge about the professions of parents and other family members. In the process of forming preschoolers’ ideas about professions, it is important to move away from outdated forms and methods of work, use the activity approach, the approach of «learning through play», and teachers who go to work with children should be retrained, improve their work taking into account modern children. In order to effectively acquire knowledge about the profession, the teacher must implement new innovative technologies of preschool education, be a partner for the child, a consultant, help the student to understand the world around him.

Values in preschool age. About things that are important to children

Values in everyone’s life are an integral part of their existence. They guide their actions. They influence the decisions made. They help interpret their own behaviors and actions of others. Preschool age is a period when moral development begins, there are things that are more or less important to the child. It is therefore worth discovering what is important to preschool children. In order to learn about the values that are important to preschool children, a study was conducted involving 70 six-year-old children attending selected Bialystok kindergartens and preschool departments. The method used in the study was the analysis of work products and the tool was drawing analysis. The study took place during the children’s stay at the facility. The data obtained allowed to answer the research problem: What values do six-year-old children consider important in their lives? The most important value for the children surveyed is family. Then play, toys and God as the creator of the world. The empirical data obtained can be a valuable source of information, allowing to adjust the education and upbringing process in such a way as to respond to the child’s nearest area of development.